Principles of Assessment and Evaluation: Three practical suggestions for implementation
by Colleen Taylor
Assessment and evaluation should help students become aware of what they know.
A learning log would be an ideal way to show students how much they know and how much they have learned while working on a particular task or assignment. It is a useful assessment tool for projects that last several days and can “provide focus during a conference where progressed is assessed”. The teacher needs to provide guidelines for the log and give regular feedback.
Evaluation should include evaluation of process (interest, attitude, effort ) as well as final product. “The performance task is an assessment strategy in which students create, produce, perform, or present, in ways that engage “real world’, meaningful, and substantive issues or problems, in order to demonstrate a skill or proficiency....(It) can include tasks such as painting, speeches, musical presentations, research papers, investigations, athletic performances, projects, and exhibitions that require students to construct a unique response to a set of challenges.”
The performance task is an ideal way for teachers to include process in evaluation. The students must show that they can organize their time and find appropriate strategies to complete tasks. The teacher can share the role of defining the task and developing criteria with the students. Students are shown models of achievement. The teacher observes the students, gives regular feedback on their process, and evaluates the final product.
Students and parents are involved in the assessment process. “The portfolio is a purposeful collection of samples of a student’s work that is selective, reflective, and collaborative. The portfolio is a visual demonstration of the range, depth, and progress of a student’s achievement, capabilities, strengths, weaknesses, knowledge, and skills over time and across a variety of contexts.
Portfolios provide an easily accessible way for parents to become involved in the assessment process. They include both the task and the student's reflection of the task so parents have two areas for discussion with their child. Portfolios are often used during parent teacher interviews. Parents could have more frequent access to their child's portfolio and be encouraged to reflect on their child's work using clear guidelines provided by the teacher.
by Colleen Taylor
Assessment and evaluation should help students become aware of what they know.
A learning log would be an ideal way to show students how much they know and how much they have learned while working on a particular task or assignment. It is a useful assessment tool for projects that last several days and can “provide focus during a conference where progressed is assessed”. The teacher needs to provide guidelines for the log and give regular feedback.
Evaluation should include evaluation of process (interest, attitude, effort ) as well as final product.
“The performance task is an assessment strategy in which students create, produce,
perform, or present, in ways that engage “real world’, meaningful, and substantive issues
or problems, in order to demonstrate a skill or proficiency....(It) can include tasks such as painting, speeches, musical presentations, research papers, investigations, athletic performances, projects, and exhibitions that require students to construct a unique response to a set of challenges.”
The performance task is an ideal way for teachers to include process in evaluation. The students must show that they can organize their time and find appropriate strategies to complete tasks. The teacher can share the role of defining the task and developing criteria with the students. Students are shown models of achievement. The teacher observes the students, gives regular feedback on their process, and evaluates the final product.
Students and parents are involved in the assessment process.
“The portfolio is a purposeful collection of samples of a student’s work that is selective, reflective, and collaborative. The portfolio is a visual demonstration of the range, depth, and progress of a student’s achievement, capabilities, strengths, weaknesses, knowledge, and skills over time and across a variety of contexts.
Portfolios provide an easily accessible way for parents to become involved in the assessment process. They include both the task and the student's reflection of the task so parents have two areas for discussion with their child. Portfolios are often used during parent teacher interviews. Parents could have more frequent access to their child's portfolio and be encouraged to reflect on their child's work using clear guidelines provided by the teacher.
Source for strategies:
Assessment Companion
http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/assess2002.pdf